Assessment is an integral part of learning and teaching. It helps teachers to understand the depth and breadth of learning within the class (Curriculum and Assessment Board, 2019). Black and William (2009) offer a framework to conceptualise formative assessment under five key categories including sharing success criteria with learners, classroom questioning, comment-only marking, peer and self-assessment and formative use of summative tests. Formative assessment should support learners, identify next steps and inform learners of their progress. The class teacher should use the evidence gathered to adapt the learning and teaching to meet the needs of learners (Dylan and Williams, 2010). When learning moved to a digital learning platform, it was essential that pupils still had the opportunity to engage in formative self-assessment. Self-assessment allows pupils to share their thoughts and opinions about their learning at cognitive, affective and operative levels (Black and William, 2009). Furthermore, self-assessment requires pupils to make judgements on their learning by evaluating whether or not they have achieved the learning outcome and success criteria (Sanchez et al, 2017). To enhance this practice, I introduced self-assessment checklists alongside literacy tasks. The overall aim was to use Microsoft forms to enhance pupils’ self-evaluation of their work and to allow pupils to take ownership of the development of their learning.
The overall aim of the enquiry was to methodically introduce self-assessment checklists to assess the impact on pupils’ literacy. The enquiry hoped to improve the quality and quantity of pupils’ literacy tasks. Furthermore, it was hoped that pupils would take ownership of their learning by identifying next steps.